Special Education and "The Full Inclusion Debacle!" (PART 1)
The Southern Poverty Law Center has Public Schools across America spending Billions of USD’s and chasing their Tails on this Foolishness. Conducting Tier 1, Tier 2 and Tier 3 Type Behavioral Interventions, as well as, formulating Behavior Management Plans and Functional Behavioral Analysis of Students who obviously either don't belong in Full Inclusion Classes or in some rare cases don't even belong on Regular School Campuses. I am specifically talking about Students who constantly disrupt the class, thereby, violating the Civil Rights of other Students. Someone needs to inform the liberal news media, the SPLC, and Reverends Al Sharpton and Jessie Jackson that the students who are doing the most languishing in publicly funded school systems throughout America are many of the so-called “full inclusion” special education students. Far too many of these students have underdeveloped reading and writing skills, many are unable to add, subtract, multiply and/or divide, and others have very serious social, emotional and behavioral disorders, as well as, untreated medical and mental health problems. They are the group of students who have historically been allowed to “languish” in educational settings in which they do not belong. This is especially true if these students are not receiving the proper educational supports.
There are actually three different types of special education students. I like to call these three groups of special education students the “Survivors,” the “I Need Supporters,” the “I Need To Be In a Self-Contained Classers," which includes the “Thug Lifers,” the “Crazy Checkers” and the "Entitlementers.”
However, before we discuss the students who fall into each of these categories, we must first discuss the so-called “logical” definition of the educational term “full inclusion.”“Full inclusion” simply means to teach special education students in regular education settings with, or without, special education accommodations and/or supports when appropriate, realistic and feasible. Notice that I said, we should teach special education students in a regular education setting when “appropriate, realistic, and feasible!”
The first type of special education students we will discuss are called the “Survivors” because they are the ones that are able to participate in full inclusion programs with very few, if any special education type supports and/or accommodations. These students are actually able to maintain passing grades in most, if not all, regular education classes. Additionally, these are students who are actually capable of getting a high school diploma. This seems to be especially true on high school campuses in cases where the students have learned how to adjust to and/or deal with their disabling conditions through self-help, family support, counseling, social skills training, drug therapy/ rehabilitation, on-going medical and/or mental health treatment. Interestingly, most of these students are actually embarrassed and humiliated about ever being in special education.
The second type of special education students we will discuss are the so-called, the “I Need Supporters.” Many of these special education students are able to survive in full inclusion classes and work toward attaining a high school diploma, a certificate of achievement or a certificate of attendance, but only with the proper supports in place. These so-called proper supports may include such things as having a certified special education instructor by their side throughout the entire school day, including during class time, lunch, recess, recreational activities, as well as, before and after school. The “I Need Supporters” may also require other types of support services such as Social Work, Speech Therapy, Adapted Physical Education, Occupation and Physical Therapy, Family Counseling and various forms of medical and mental health treatments to help facilitate their success.